Presentation on theme: "SETIYO BEKTI, 2201402013 TEACHING READING COMPREHENSION USING MIND MAPPING TECHNIQUE (An Experimental Study on eleventh grade students of SMK Negeri 8."— Presentation transcript:
SETIYO BEKTI, 2201402013 TEACHING READING COMPREHENSION USING MIND MAPPING TECHNIQUE (An Experimental Study on eleventh grade students of SMK Negeri 8 Semarang in the Academic Year of 2006/2007)
Identitas Mahasiswa - NAMA : SETIYO BEKTI - NIM : 2201402013 - PRODI : Pendidikan Bahasa Inggris - JURUSAN : BAHASA & SASTRA INGGRIS - FAKULTAS : Bahasa dan Seni - EMAIL : bbb_013 pada domain yahoo.com - PEMBIMBING 1 : Prof. A. Maryanto, Ph.D - PEMBIMBING 2 : Rohani, S.Pd., M.A - TGL UJIAN : 2007-03-21
Judul TEACHING READING COMPREHENSION USING MIND MAPPING TECHNIQUE (An Experimental Study on eleventh grade students of SMK Negeri 8 Semarang in the Academic Year of 2006/2007)
Abstrak The final project is about the use of mind mapping as a technique in teaching reading comprehension, an experimental study on the eleventh grade students of SMK Negeri 8 Semarang in the academic year of 2006/2007. The objectives of this study are to search how mind mapping technique is applied as a technique in teaching reading comprehension and to find out whether this technique can affect the students’ reading comprehension achievements. This study was experimental research. The population of this study was the eleventh grade students of SMK Negeri 8 Semarang in the academic year of 2006/2007. The sampling process was administered by applying cluster random sampling. There were 180 students of the eleventh grade and 30 students were taken as the experimental group and taught by using mind mapping technique whereas other 30 students were the control group and taught without the use of mind mapping technique. The experimental group develops better as the average scores increase 2.40 point (from 70.06 to 72.46), whereas the average scores of the control group increased only 0.20 point (from 70.10 to 70.30). The significant differences of the two means were measured by using the t-test formula. The result shows that there is a significant difference in the reading comprehension achievement between the students who were taught by using mind mapping technique and those who were taught conventionally. Based on the findings of this study, it is suggested that reading comprehension is taught by using a variety of techniques which are, of course, appropriate to improve the students’ reading comprehension achievements. Most of all, the teacher of English is always expected to be creative to invent new ideas of his own teaching reading comprehension technique since not all techniques suggested by experts are appropriate for the students he teaches. Besides, he is the one who knows his students’ needs.
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